Overview of challenges to implementation of good practice in perinatal mental health promotion and management, in universal primary care and community services

2017 ◽  
Vol 16 (3) ◽  
pp. 100-103 ◽  
Author(s):  
Lucy Marks
Keyword(s):  
Mental Health ◽  
Primary Care ◽  
Health Promotion ◽  
Best Practice ◽  
Good Practice ◽  
Community Services ◽  
Mental Health Promotion ◽  
Perinatal Mental Health ◽  
Content Type ◽  
Proactive Management

Purpose The purpose of this paper is to describe some of the barriers and solutions to implementing good practice in perinatal mental health promotion in universal services, and propose some ways forward. Design/methodology/approach This paper describes the rationale and evidence base for proactive management of perinatal mental health in primary care and community services and good practice recommendations. There is considerable evidence that these recommendations have not been implemented nationally in the UK. A range of solutions and proposed ways forward to manage barriers to implementation are set out. Findings It is proposed that a number of factors need to be in place in order to deliver best practice in perinatal mental health. Originality/value The value of this paper is to set out what needs to be in place in order for services to promote good perinatal mental health and secure attachment and change the life chances of children and their parents, by intervening early. This will also ultimately save financial resources for public services, because the quality of early relationships is linked to health and mental health.

The development and results of the European Mental Health Integration Index (2014)

2015 ◽  
Vol 14 (4) ◽  
pp. 205-210
Author(s):  
Peter John Huxley
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Best Practice ◽  
Mental Health Problems ◽  
Community Mental Health Services ◽  
Health Problems ◽  
Community Services ◽  
Content Type ◽  
People With Mental Illness ◽  
Mental Health Integration

Purpose – The purpose of this paper is to report on the development and results of the Mental Health Inclusion Index. Design/methodology/approach – Data gathering and interviews with key policy makers in 30 countries in Europe (the EU28 plus Switzerland and Norway). Data gathered enabled the production of an 18 indicator benchmarking index ranking the 30 countries based on their commitment to integrating people with mental illness. Findings – The main findings were: mental illness exacts a substantial human and economic toll on Europe, and there is a substantial treatment gap, especially for people with common mental health problems. Germany’s generous social provision and strong healthcare system put it number one in the Mental Health Integration Index. The UK and Scandinavian states come next. The lowest-scoring countries in the index are from Europe’s south-east, where there is a long history of neglect of mental illness and poorly developed community services. One needs to understand that the leading countries are not the only ones providing examples of best practice in integrating those with mental illness. Employment is the field of greatest concern for people with mental illness, but employment is also the area with the most inconsistent policies across Europe. A distinction can be made between countries whose policies are aspirational and those where implantation is support by substantial and most importantly sustained, resource investment. Europe as a whole is only in the early stages of the journey from institution- to community-based care. Lack of data makes greater understanding of this field difficult, and improvement can only be demonstrated by repeated surveys of this kind, based on more substantial, comprehensive and coherent information. Research limitations/implications – Usual caveats about the use of surveys. Missing data due to non-response and poverty of mental health inclusion data in many European countries. Practical implications – The author reflects on the findings and considers areas for future action. The main implications are: better services result from substantial, but most importantly, sustained investment; and that employment is most important to people with mental health problems, but is one of the most inconsistent policy areas across Europe. Social implications – Supports the need for consistent investment in community mental health services and more consistent employment policies in Europe. Originality/value – This survey is the first of its kind in Europe, and was conducted by the Economist Intelligence Unit in London, and sponsored by Janssen.

Mental health promotion and prevention in primary care: What should we be doing vs. what are we actually doing?

2021 ◽  
Vol 21 ◽  
pp. 200195
Author(s):  
Miranda Budd ◽  
Ameera Iqbal ◽  
Charlotte Harding ◽  
Erlina Rees ◽  
Gita Bhutani
Keyword(s):  
Mental Health ◽  
Primary Care ◽  
Health Promotion ◽  
Mental Health Promotion

Promoting well-being and reducing stigma about mental health in the fire service

2014 ◽  
Vol 13 (2) ◽  
pp. 103-113 ◽  
Author(s):  
Jenna Moffitt ◽  
Janet Bostock ◽  
Ashley Cave
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Mental Illness ◽  
Mental Health Problems ◽  
Fire Service ◽  
Health Problems ◽  
Mental Health Promotion ◽  
Random Allocation ◽  
Content Type ◽  
Training Conditions

Purpose – Workplace stress is a particular issue in the fire service. Research suggests this is related to excessive demands, relationships with senior managers, changing roles and exposure to traumatic events. The purpose of this paper is to evaluate the impact on managers of three mental health promotion interventions. First, a locally developed course entitled “Looking after Wellbeing at Work” (LWW), second, an internationally developed training course: Mental Health First Aid (MHFA). Third, an hour-long leaflet session (LS). Design/methodology/approach – This study used a random allocation design. In total, 176 fire service line managers were randomly allocated to one of the three training conditions: LWW, MHFA, or a control condition (LS). Participants completed The Attitudes to Mental Illness Scale (Luty et al., 2006) and a locally developed “Mental Health Stigma Questionnaire” pre- and post-intervention. Results were analysed using a MANOVA. Participants were also asked to complete a general evaluation, rating all aspects of the courses from poor to excellent. In total, 30 participants were also chosen at random to conduct telephone interviews about their experience of the course. Results were analysed using thematic analysis. Findings – The LWW and MHFA courses were associated with statistically significant improvements in attitudes to mental illness and knowledge/self-efficacy around mental health, comparing pre- and post-scores, and comparing post-scores of the two training courses with a LS. The general evaluations of the LWW and MHFA courses indicated the mean rating for all aspects of both training conditions was good to excellent. Two themes were identified across the qualitative interviews: participants described they were more able to recognise and respond to mental health problems; and participants described changing attitudes towards mental health. Research limitations/implications – The strengths of this study are the number of participants, random allocation, and multiple facets of evaluation. The quantitative evaluation is limited, as one of the questionnaires has untested psychometric properties. The control condition was limited as it was only offered for one hour, making comparison with two-day training problematic. The qualitative evaluation was useful in gaining descriptive data, however, it may have been possible to conduct a more in-depth analysis with a smaller number of participants. Originality/value – The results from this study indicate that providing training in mental health awareness and promotion was considered helpful, by managers in the Fire Service and had positive outcomes for attitudes and understanding about mental health. While there are limitations, initial results of training in mental health promotion are promising. Such training has the potential to promote the public's mental health and wellbeing, and improve the quality of life for people with mental health problems.

GoodYarn: building mental health literacy in New Zealand’s rural workforce

2017 ◽  
Vol 16 (4) ◽  
pp. 180-190 ◽  
Author(s):  
Kate Morgaine ◽  
Louise Thompson ◽  
Katie Jahnke ◽  
Rebecca Llewellyn
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Health Literacy ◽  
Mental Health Literacy ◽  
Positive Impact ◽  
National Level ◽  
Mental Health Promotion ◽  
Content Type ◽  
Rural Workforce ◽  
The Impact

Purpose “GoodYarn” is a skills-based workshop that focusses on building mental health literacy in rural communities, members of which are known to experience geographic, attitudinal and service configuration barriers to accessing mental health services. The purpose of this paper is to evaluate the impact of the GoodYarn project on raising mental health literacy in the rural community. Design/methodology/approach GoodYarn is primarily for farmers, their families and farm workers, as well as the “farmer facing” workforce. The focus on mental health literacy aligns with the mental health promotion approach of using methods that foster supportive environments. By raising the mental health literacy of those not directly needing help, but in positions to help those that do – such as employers, rural professionals and rural support industries who are well placed to perceive stressors in farmers – GoodYarn builds a community with the knowledge and skills to identify and approach those experiencing mental distress or illness, and direct them to appropriate support and services. All participants in the GoodYarn workshops (n=430) were invited to complete a questionnaire at the end of the workshop. All participants answered the questionnaire, with over 80 per cent answering all questions. Findings Participant feedback affirmed the utility of GoodYarn as an effective vehicle to facilitate the discussion of mental illness in rural farming communities of New Zealand. GoodYarn had a significant positive impact on the three immediate workshop indicators of awareness, confidence and knowledge (p<0.001 for all three indicators). Further, the high level of concordance in workshop outcomes across various organisations’ delivery indicates programme consistency and quality has been maintained throughout the upscaling of the programme. Originality/value The uptake of the GoodYarn programme by rural organisations and communities at a national level, and the positive evaluation results, provide encouragement that building mental health literacy in the rural workforce is a promising mental health promotion strategy.

Promoting mental health minimising mental illness and integrating through education (PROMISE)

2011 ◽  
Vol 26 (S2) ◽  
pp. 533-533
Author(s):  
P. Flores ◽  
R. Izquierdo ◽  
E. Leahy ◽  
C. Masferrer ◽  
P. Ryan
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Practice Guidelines ◽  
Role Models ◽  
Best Practice ◽  
Training Programs ◽  
Mental Health Promotion ◽  
Green Paper ◽  
Healthy Living ◽  
Best Practice Guidelines

With the implementation of the European Green Paper on Mental Health, and the development of the Mental Health Pact, the strategic importance of Mental Health promotion and illness reduction as keystones of a European mental health policy and practice has never been greater.The PROMISE project is a EU project and is financed by the European Commission, Directorate General for Health and Consumers, DG Sanco. It aims to develop and disseminate guidelines for generic training and education with respect to Mental Health Promotion and Illness Reduction. The best practice guidelines will specifically focus on the prevention of suicide, depression, and alcohol and drug abuse, and the promotion of healthy living.A specific innovation is the involvement of mental health service users as non-traditional actors by developing multi-disciplinary training guidelines and training programs with a special emphasis on positive mental health, healthy living, diet and exercise project.Project partners are all ‘multiplier’ organizations from 8 different European countries and have extensive previous expertise in their designated roles.The role of Parc de Salut Mar, Barcelona PROMISE is: Identify best practice media guidelines for engaging press and media with the mental health promotion agenda through the use of positive role models. Monitor the implementation of the best practice guidelines through the design and development of local case studies in 7 sites across Europe.Outcomes are an integrated and comprehensive set of training guidelines and model training programs accessed through an interactive website, endorsed by European level professional body and university networks.

Assessing the evidence of mental health promotion criteria in a pre-registration mental health nursing programme

2014 ◽  
Vol 9 (3) ◽  
pp. 145-154
Author(s):  
A.B. Odro ◽  
L.K. Dadzie ◽  
P. Ryan ◽  
D. Collins ◽  
R. Lodoiska
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Content Analysis ◽  
Quality Criteria ◽  
Mental Health Promotion ◽  
Mental Health Nursing ◽  
Content Type ◽  
Health Nursing ◽  
The Uk

Purpose – This paper is about a single case study of a three-year BSc Mental Health Nursing degree programme based at a London University. The purpose of the paper is to evaluate the extent to which the programme sufficiently addresses the ten quality criteria developed by the “PROMISE” (2009) Mental Health Promotion Project. PROMISE (2009) is a European public health project funded by the European Commission and was conducted from 2009 to 2012. Its aim was the European-wide development of criteria and training guidelines in mental health promotion and recommended these should be integrated into the professional training curricula of nurses, psychiatrists, psychologists and social workers. Design/methodology/approach – A content analysis method (Bryman, 2012) was used for this case study. This method allowed for a line-by-line scrutiny of the contents of the curriculum for evidence of the ten PROMISE quality criteria for mental health promotion (PROMISE project; http://promise-mental-health.com/training-guidelines.html). Findings – The findings revealed that the PROMISE (2009) project was not one of the four key documents stated as forming the basis for the design of the curriculum content. However, the study found evidence of the curriculum addressing the first PROMISE criterion of embracing the principles of mental health promotion in seven of the 14 modules (50 per cent) in the programme. In the first year of the programme five of the ten PROMISE quality criteria were embedded in two of the four modules. In year 2, quality criteria 1, 4 and 7 were addressed in the course content of four of the five modules (see Table I). In the final year of the programme PROMISE quality criteria 1, 2, 4 and 8 were embedded in the syllabus and assessment strategy in two out of the five final year modules. It was also found that quality criteria 2 and 9 were not included in any of the modules in the programme. Research limitations/implications – This is a case study based on the content analysis of a single curriculum document in a London University. It is therefore not possible to make wide generalisation of its findings across the countries involved in the EU Promise project. However, it could be argued that it is possible to find a number of the key findings present in other UK University programmes that may be similar in structure to that selected for this study. The other limitation to this content analysis is that the evaluation process did not include accounts of the students’ experience on the programme. This could have contributed significantly to the outcome of the evaluation exercise. Although the methodology used is simple, practical and relatively sound, it is not necessarily rigorous in terms of quantitative research methodology but arguably an acceptable contribution to the spectrum within qualitative research paradigm. Practical implications – The emergence of the “PROMISE” criteria especially on a European-wide basis puts emphasis on the importance of mental health promotion in the training of health care professionals. This is expected to be achieved by the training institutions in the European Union. In the UK, this notion is well embraced in various health policy documents (e.g. “No Health Without Mental Health” DH 2011). In the case of the programme examined at one London University, work is required to ensure that a pervasive incorporation of mental health promotion strategies in the curriculum in order to help the students to become better equipped to understand and effectively apply the mental health promotion criteria in their work upon qualification. Originality/value – This is one of the first papers to address the “PROMISE” project and the issue of incorporating mental health promotion criteria in a pre-registration mental health pathway training programme in a university in the UK.

scholarly journals Towards dynamic and interdisciplinary frameworks for school-based mental health promotion

2017 ◽  
Vol 117 (5) ◽  
pp. 452-468 ◽  
Author(s):  
Catriona O’Toole
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Critical Pedagogy ◽  
Psychosocial Interventions ◽  
Mental Health Promotion ◽  
Content Type ◽  
School Based ◽  
Critical Pedagogies ◽  
Children's Development ◽  
Children’S Development

Purpose The purpose of this paper is to scrutinise two ostensibly disparate approaches to school-based mental health promotion and offer a conceptual foundation for considering possible synergies between them. Design/methodology/approach The paper examines current conceptualisations of child and youth mental health and explores how these inform school-based prevention and intervention approaches. The dominance of discrete, “expert-driven” psychosocial programmes as well as the potential of critical pedagogy is explored using frameworks provided by contemporary dynamic systems theories. These theories call for a situated and holistic understanding of children’s development; and they look beyond static characteristics within individuals, to view well-being in relation to the dynamic social and historical contexts in which children develop. Findings Psychosocial interventions and critical pedagogies have strengths but also a number of limitations. Traditional psychosocial interventions teach important skill sets, but they take little account of children’s dynamic socio-cultural contexts, nor acknowledge the broader inequalities that are frequently a root cause of children’s distress. Critical pedagogies, in turn, are committed to social justice goals, but these goals can be elusive or seem unworkable in practice. By bringing these seemingly disparate approaches into conversation, it may be possible to harness their respective strengths, in ways that are faithful to the complex, emergent nature of children’s development, as well as committed to correcting inequalities. Originality/value The current paper is unique in bringing together contemporary psychological theory with critical pedagogy perspectives to explore the future of school-based mental health promotion.

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